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    For the past eight weeks, I have been an ET for a 3rd grade physical education class. For my first systematic observation, I selected Idiosyncrasies, the tracking of language in the classroom. For the SOFIT, I measured how often the students were involved in moderate to vigorous physical activity every ten seconds.

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    For the past eight weeks, I have been an ET for a 3rd grade physical education class. For my first systematic observation, I selected Idiosyncrasies, the tracking of language in the classroom. For the SOFIT, I measured how often the students were involved in moderate to vigorous physical activity every ten seconds.

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    14 views6 pages

    Sofinalreport

    Uploaded by

    api-296857102
    For the past eight weeks, I have been an ET for a 3rd grade physical education class. For my first systematic observation, I selected Idiosyncrasies, the tracking of language in the classroom. For the SOFIT, I measured how often the students were involved in moderate to vigorous physical activity every ten seconds.

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    989093684

    FinalReport
    Forthepasteightweeks,IhavebeenanETforSheldonSimasandtheinstructionofa
    3rdgradephysicaleducationclass.Formyfirstsystematicobservation,Ihaveselected
    Idiosyncrasies,thetrackingoflanguageintheclassroom.Second,IhaveselectedTimeAnalysis,
    whichbreaksdownmanagement,instruction,andactivityintofifteensecondintervals.And
    finally,IhaveselectedtheSOFIT,ortheSystemforObservingFitnessInstructionTime.This
    particularformisusedtomeasurehowoftenthestudentsareinvolvedinmoderatetovigorous
    physicalactivity(MVPA)everytenseconds.Eachsystematicobservationhasmadea
    progressionfromWeekOne,asyouwillnoteinthefollowingfigures.

    SystematicObservationOne:
    Idiosyncrasies

    Accordingtothegraph,therewasanoverallslightdecreaseinSheldonsuseof
    idiosyncrasies.Somewordswereusedmorethanothers,forexample,YouGuys,and
    Alright.Ifeelthathedidagoodjobinfindingalternativewordsorphrasestouse,andhe
    madetheadjustmentwell.Thisissomethingthattakesmorethaneightweekstoadjustto.Also,
    lackofpreparationandtimesoffrustrationledtonotfocusingonwhatwasbeingsaid,opposed
    tothetaskathand(behavioralissues,kidsnotparticipating,etc.).
    Inregardstostudentlearning,intimeswhereSheldondidntsaymuchandusedthe
    idiosyncrasies,thekidswerentveryresponsive.Forfuturereference,Sheldonshouldhave
    remindersonhislessonplansonalternativewordstosay,andboldthemsohellremember.

    SystematicObservationTwo:
    TimeAnalysis


    Fromthebeginning,Sheldonslessonplansconsistedmainlyofactivityminuteshe
    alwaysdidagoodjobofkeepingstudentsengagedandinvolvedintheclass.However,hewas
    stillabletomakeimprovementeachtime,whetheritwaslengtheningtheactivityperiod,or
    havingmoremanagementthaninstructiontime.Ultimately,Sheldonwasreallyabletobring
    downhisinstructiontime,keepingthekidsfromlosinginterest,ornotlisteningtohimbecause
    hetalkedtolong.Activitycanalwaysincrease,aslongasinstructioniskepttoaminimum,
    especiallywith3rdgraders
    Finally,inthelessonsthatinvolvedmoreactivity,thesamelessonshadhigherstudent
    successrate.Studentswereincreasingskilllevelinallthreedomainsoflearningpsychomotor,
    cognitive,andaffective.Forfuturereference,Iwouldsaytokeepdoingwhatheisdoingby
    keepinginstructionshort,andactivityoveratleast60%.

    SystematicObservation:
    SOFIT

    Unfortunately,theSOFITwasassignedtoSheldonwhereoftheclassweresetindoors
    duetorain.Childrenbeinginanindoorspaceledtolackofrangeofmotion,andtheinabilityto
    havemorestudentsparticipateatonce.However,theverylastday(11/18/2015),wasoutdoors,
    andtheactivitykeptkidswaitinginline,ornotwantingtoparticipatebecausetheyhadtowait
    inline.
    SOFITisalsosomethingthatcanbeverydifficulttomonitor,becauseitultimately
    dependsonwhetherornottheobserverfindssomethingtobephysicalactivity.Myscorewas
    solowbecauseineachtensecondframe,onlyoneortwostudentsweredoingsomething,andit
    wouldntevenbeforthefulltensecondframe.Thisiswhythepercentagewasataverylow
    number.Forfuturereference,Sheldonneedstoplanactivitiesinsmallergroups,orevenin
    individualgroups,sothatstudentshavemoreopportunitiestopracticetheskill.

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